Some foundations of educational and investigative decisions in didactics of science: a contribution to the reflection of biology teachers

Abstract The article deals with the thrcc standing paradigma in Social Sciences, which are the basis br educationalresearch: the pusitivist paradigm, the symbolic-interpretative, and the critical. It makes an anlysis of thefundamental principies of each one: the theoretical supports received; the pu...

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Autor principal: Peme-Aranega. , C.
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 1999
Materias:
Paradigmas en investigación
Investigación educativa
Didácticas de las Ciencias.
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/40703
Aporte de:
Revista de Educación en Biología de Universidad Nacional de Córdoba
id I10-R313-article-40703
record_format ojs
spelling I10-R313-article-407032023-03-31T21:32:18Z Some foundations of educational and investigative decisions in didactics of science: a contribution to the reflection of biology teachers Algunos fundamentos de decisiones educativas e investigativas en didáctica de las ciencias: un aporte a la reflexión de los docentes de biología Peme-Aranega. , C. Paradigmas en investigación Investigación educativa Didácticas de las Ciencias. Abstract The article deals with the thrcc standing paradigma in Social Sciences, which are the basis br educationalresearch: the pusitivist paradigm, the symbolic-interpretative, and the critical. It makes an anlysis of thefundamental principies of each one: the theoretical supports received; the purposes, the niethodologies. thetechniques and (lic instrumenis; the norms and the rules of research; the assumptions about knowledge; andthe considerations about the relationship between the scienlific knowledge and the social practice -that aretransferred, in the area of Education, in interactions between the Lheory and the educational practice, andbetween the researcher (scientific) and the practitioner (teacher). Tite purpose of the article it ro presentsume analysis' elements tu allow the Science Teaching researchers (in front of the simultaneous existenceof the three paradigms) tu think about diiferent altematives of work and tu adopt consclouS and foundedpostures for their actions. The article remarks that the future researches need not only a solid fonustion, butalso a perrnanent research practice. Resumen En este artículo se tratan los tres paradigmas vigentes en las Ciencias Sociales, que sirven de base a las investigaciones educativas: el positivista, el simbólico-interpretativo y el crítico. Se analizan los fundamentosde cada uno de ellos: los aportes teóricos recibidos; los propósitos; las metodologías, las técnicas y los instrumentos; las normas y regias de investigación; los supuestos acerca del conocimiento; y las consideraciones respecto de las relaciones entre el conocimiento científico y la práctica social. Estos elementos que, enel área de la Educación, se traducen en interacciones entre la teoría y la práctica educativa y entre elinvestigador (científico) y el práctico (docente) e inciden en las investigaciones. El propósito del articulo esbrindar algunos elementos de análisis que permitan a los investigadores en Didáctica de las Ciencias ante laexistencia simultánea de los tres "paradigmas", reflexionar sobre distintas alternativas de trabajo y adoptarposturas concientes y fundamentadas de su accionar. Se enfatiza que para lograrlo los futuros investigadores, necesitan además de una formación sólida, una práctica investigativa permanente. Asociación de Docentes de Ciencias Biológicas de la Argentina 1999-03-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/40703 10.59524/2344-9225.v2.n1.40703 Journal of Biology Education; Vol. 2 No. 1 (1999): Education in Bioloy Journal ; 10-19 Revista de Educación en Biología; Vol. 2 Núm. 1 (1999): Revista de Educación en Biología; 10-19 2344-9225 0329-5192 10.59524/2344.9225.v2.n1 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/40703/40828 https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-313
container_title_str Revista de Educación en Biología
language Español
format Artículo revista
topic Paradigmas en investigación
Investigación educativa
Didácticas de las Ciencias.
spellingShingle Paradigmas en investigación
Investigación educativa
Didácticas de las Ciencias.
Peme-Aranega. , C.
Some foundations of educational and investigative decisions in didactics of science: a contribution to the reflection of biology teachers
topic_facet Paradigmas en investigación
Investigación educativa
Didácticas de las Ciencias.
author Peme-Aranega. , C.
author_facet Peme-Aranega. , C.
author_sort Peme-Aranega. , C.
title Some foundations of educational and investigative decisions in didactics of science: a contribution to the reflection of biology teachers
title_short Some foundations of educational and investigative decisions in didactics of science: a contribution to the reflection of biology teachers
title_full Some foundations of educational and investigative decisions in didactics of science: a contribution to the reflection of biology teachers
title_fullStr Some foundations of educational and investigative decisions in didactics of science: a contribution to the reflection of biology teachers
title_full_unstemmed Some foundations of educational and investigative decisions in didactics of science: a contribution to the reflection of biology teachers
title_sort some foundations of educational and investigative decisions in didactics of science: a contribution to the reflection of biology teachers
description Abstract The article deals with the thrcc standing paradigma in Social Sciences, which are the basis br educationalresearch: the pusitivist paradigm, the symbolic-interpretative, and the critical. It makes an anlysis of thefundamental principies of each one: the theoretical supports received; the purposes, the niethodologies. thetechniques and (lic instrumenis; the norms and the rules of research; the assumptions about knowledge; andthe considerations about the relationship between the scienlific knowledge and the social practice -that aretransferred, in the area of Education, in interactions between the Lheory and the educational practice, andbetween the researcher (scientific) and the practitioner (teacher). Tite purpose of the article it ro presentsume analysis' elements tu allow the Science Teaching researchers (in front of the simultaneous existenceof the three paradigms) tu think about diiferent altematives of work and tu adopt consclouS and foundedpostures for their actions. The article remarks that the future researches need not only a solid fonustion, butalso a perrnanent research practice.
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 1999
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/40703
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first_indexed 2024-09-03T20:32:43Z
last_indexed 2024-09-03T20:32:43Z
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